Learning Styles and Performance in Second Language Tasks

Autor/inn/en	Andreou, Eleni; Andreou, Georgia; Vlachos, Filippos
Titel	Learning Styles and Performance in Second Language Tasks
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 42 (2008) 4, S.665-674 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Cognitive Style; Phonology; Females; Semantics; Syntax; Second Languages; Intellectual Disciplines; Gender Differences; Language Fluency; Scores; Language Tests; Second Language Instruction; Second Language Learning; English (Second Language); Language Teachers; Foreign Countries; Undergraduate Students; Greece + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Fonologie; Weibliches Geschlecht; Semantik; Second language; Zweitsprache; Geisteswissenschaften; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Griechenland
Abstract	Given the paucity of research that has examined associations between learning styles and chosen academic discipline in connection with performance on different second language (L2) verbal fluency tasks, the authors undertook the current study with the aim of investigating the relationship between Greek students' learning styles and performance on English phonological, syntactic, and semantic tasks. Differences by gender and academic discipline (science vs. arts) were also examined in order to elucidate the role that these individual differences play in L2 learning. More specifically, the authors investigated (a) the preference for a specific learning style among males and females and among arts and science students, (b) the association of learning styles with high or low scores in L2 verbal fluency tasks, and (c) each learning style's relative contribution to performance on L2 verbal fluency tasks. In this study, females performed better than males in both syntax and semantics, confirming earlier studies which found a female advantage for verbal skills especially in semantics but not phonology. Although some studies have found no significant difference in learning style preference between males and females, this study corroborates previous findings that revealed a tendency for females to emphasise a divergent learning style. (Contains 3 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10